Master of Arts in Counseling Program
HUMAN SEXUALITY (COUN 539)
EARLY SPRING 2015
Professor: Ili Walter, M.A., LMFT
Phone:
Faculty Availability: via Canvas message,
video forum, email, and phone
Course Dates: January 11 – March 7, 2015
Email: iwalter@messiah.edu
Instructor Availability
I will be checking in on the course at least once per day Monday-Friday, and at least once over
the weekend, unless you are otherwise notified. I am also very willing and happy to
communicate individually with students as needed. If you have questions about the course
(assignments, dates, expectations, etc.) please post them on the General Course Forum so that
everyone can benefit from the answers. If you need personal guidance, the best way to contact
me is through Canvas message; however, if you need an immediate response please contact me
via text message or phone. I am also available for videoconference office hours through Adobe
Connect. If you contact me individually, my commitment is to respond to you in 24 hours or less
during the course. However, responses may be slower on the weekends. Consequently, if you
have questions about assignments or the course, please contact me by Friday of the week the
assignment is due, so that I can reply in a timely manner.
Faculty Expectations of Students
Each student is expected to carefully read the syllabus and the Home Page of the Canvas course,
and understand the information contained therein. It is in your best interest to know what is
expected of you during the course and regarding weekly assignments in order to plan ahead and
seamlessly fit this course into your current work, social, family, and/or academic responsibilities.
Time management is a vital skill that can be developed and utilized throughout the life span in
multiple modalities. Eight weeks will go by much faster than you think, trust me!
Canvas
Each student is expected to read the Home Page of the Canvas course, initial and ongoing
Announcements, and Modules, as well as review the Files. The best way to navigate the course is
through the Modules tab; everything listed in the weekly module is due by Saturday of the week.
DO NOT navigate the course or assignments through the assignments tab. This can lead to
confusion and missed due dates. If you have a question regarding the course or an assignment,
please message me in the Canvas course. Also, all assignments should be submitted through
their appropriate links/submission boxes and not as e-mail attachments. The assignment box will
close on the due date at 11:59 pm. Anything not submitted by that time will be considered late,
and will not be accepted.
Weekly Schedule: On each Sunday of the course, I will post a “TO DO” announcement that will
give an overview of the requirements for that particular week. Make a habit of reading the
announcements every time you log in to the course, as they will be updated regularly with
important course information. The announcements are my tool for sharing information with the
entire class.
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Master of Arts in Counseling Program
Resources: Class notes, PowerPoint slides, videos, additional readings, links, self-quizzes, etc.
will be available in the Files section of Canvas. PowerPoint slides may include videos, voice
recordings and/or additional requirements for the week.
Instructional Time: Students will spend approximately 5.25 hours on average per week
(totaling a minimum of 42 hours per 8 week course as mandated by the Pennsylvania
Department of Education) carefully perusing and taking notes on PowerPoint slides, watching
the required videos, taking quizzes, and connecting via Adobe Connect. Students will also
submit an original post and both read AND respond to peers’ posts in the Discussion section of
Canvas. The aforementioned tasks are roughly equivalent to graduate level instructional time.
Additional time required for text or supplemental reading, research, and/or assignment or paper
completion is equivalent to graduate level out-of-class work time.
Asynchronous/Synchronous Learning: This course will primarily require asynchronous
learning, which means that students can work independently at their own pace within certain
schedule constraints or limitations. Three synchronous learning experiences (via Adobe
Connect) will be scheduled during this eight week course (see course schedule). Students will be
required to log on simultaneously so that the class can discuss the topic together.
Course Description
This course is designed for counseling professionals whose work will bring them into contact
with clients experiencing problems and concerns with their sexuality. The course is designed to
develop: a) students’ knowledge base related to human sexuality, b) an understanding of the
varied sexuality issues which may be encountered in professional counseling practice, c) the
assessment and intervention skills required to deal with sexuality issues, and d) increased
awareness of one’s personal perceptions, attitudes and ethical considerations related to sexuality
issues. Students will consider how counseling about sexuality issues is related to the counselor’s
and the client’s spiritual framework and belief system.
Course Objectives
At the end of this course, students will:
CACREP
Assignments
Course Objectives*
CORE CMHC MCFC SC
1. Understand the complex nature of human sexuality (e.g., gender, sexual functioning, sexual
orientation) and its impact on family and couple functioning.
C3
Discussions,
Research paper
and Counselor
Resource,
Quizzes, Sex
Interview Process
Paper, Adobe
Connect Sessions,
PowerPoint slides
and videos
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Master of Arts in Counseling Program
CACREP
Assignments
Course Objectives*
CORE CMHC MCFC SC
2. Explain how diverse sexual belief systems created by race, ethnicity, class, gender, sexual
orientation and religion influence the expression of human sexuality in families, intimate
relationships, and societies.
Discussions,
Research paper
and Counselor
Resource,
Quizzes, Sex
Interview Process
Paper, Adobe
Connect Sessions,
PowerPoint slides
and videos
3. Understand the role and function of counselors in the assessment and treatment of sexuality
issues with individuals and couples.
Research Paper
and Counselor
Resource, Sex
Interview Process
Paper
4. Know the ethical and professional implications of providing counseling about sexuality issues,
including when to refer clients to a human sexuality specialist.
Discussions,
Adobe Connect
Sessions,
PowerPoint slides
and videos
5. Examine and critique current and past sexuality research in the context of therapeutic benefit to
clients.
Research Paper
and Counselor
Resource,
PowerPoint slides
and videos
6. Increase their ability to communicate openly and effectively about issues related to human
sexuality.
Discussions, Sex
Interview Process
paper, Adobe
Connect Sessions
* This course fulfills the educational requirements for the LMFT in Pennsylvania as specified in
49 Pa. Code § 48.2 (1).
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Master of Arts in Counseling Program
Textbook and Other Course Materials
Required Texts:
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Hyde, J. S., & Delamater, J. D. (2011). Understanding human sexuality (12th ed.). Boston, MA:
McGraw Hill.
Long, L. L., Burnett, J. A., & Thomas, R. V. (2006). Sexuality counseling: An integrative
approach. Upper Saddle River, NJ: Pearson.
Required Software
Microsoft Word and PowerPoint for PC or Mac
Assignments must be submitted using Microsoft Office for ease of formatting and grading.
Course Requirements
1. Weekly Forum Discussion
Students will participate in a weekly forum discussion on related topics in the area of human
sexuality to demonstrate mastery of key concepts and the ability to apply them to educational,
personal, or clinical situations. In general, a question will be posted weekly in the Discussion
section that closely relates to the assigned chapter(s) of the Long, Burnett, & Thomas (LBT) text.
Students will submit an original response to the question and post responses to peers’ posts.
Discussion posts will be written in APA style from both an academic/research base and include
personal reflection. The posts must utilize both the LBT course text and one additional scholarly
outside work to support and defend your position. Please note, the DSM and general websites
are not “scholarly works.” Each original discussion post will be 300-350 words (1-2 pages, not
including in-text citations or references) and will include a word count at the end of the entry.
These posts will be due by Wednesday at 11:59 PM on the week assigned. Students will respond
to at least two other students’ posts by Friday at 11:59 PM. It is also expected that you respond
to questions posed to you on your original post in order to further contribute to the weekly
discussion and to engage in “conversation” with other students. Those that make an effort to
respond to other student’s comments on their original post throughout the 8 weeks will earn up to
7 extra credit points (total) at the end of the course. Full credit for this assignment is 25 points
per week. Grading will be as follows: understanding and analysis of the readings (50% or 12.5
points), responses to other students that contributed to better understanding of course materials
and facilitated additional conversation (30% or 7.5 points), APA style and correct grammar (10%
or 2.5 points), incorporation of multiple/outside sources (10% or 2.5 points). Only 7 forum
grades will be recorded, so each student may, but does not have to, “opt out” of posting for one
week of his or her choice. Please notify the instructor which week you choose to take a
discussion vacation, before the discussion is due. Posts may be written in first person and can
include be reflection/reaction posts to the discussion question. APA style can be incorporated in
references, citations, and punctuation.
2. Research Paper and Counselor Resource
Students will choose a topic (see Canvas’ Files for a list of suggestions) of interest and write a 5
to 8 page APA style paper. It is imperative that the topic has meaning and significance to the
student and the field of sexuality counseling. Specific guidelines and a grading rubric is found in
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Master of Arts in Counseling Program
Appendix A, as well as in the Files section of the Canvas course. Students will also create a 9 to
10 minute multi-media presentation, including a counseling resource (a tool that counselors can
use when working with the issue) for their classmates, featuring the best of cutting-edge
scholarly research, theory, and practice on the same sexuality-related topic. This presentation
will not be a narrated Power Point, but rather, the student will present “live.” The third and final
Adobe Connect session will be the venue for these presentations. Keep in mind that this is for an
audience of counselors in training, so make the material relevant, educational, and applicable to
real-world situations. Students will have an opportunity to interact with fellow students and the
presented information as well. Both the paper AND the multi-media presentation/counselor
resource will be submitted to the instructor in Canvas on their respective due dates. Topics must
be cleared by the instructor in order to prevent repetition. Topics will be due on Jan 31st and will
be worth 5 points. The paper and presentation/resource is worth a combined total of 150 points.
If necessary, depending on class size, more than one presentation session in Adobe Connect will
need to be scheduled.
3. Quizzes
There will be one online quiz per week covering ONLY the Hyde & Delamater text chapter(s)
and PowerPoint slides or videos for the given week. One hour will be allotted to complete each
quiz, and the format will primarily be 25 multiple-choice items worth 1 point each. Only 7 quiz
grades will be recorded, so each student may, but do not have to, “opt out” of any one quiz
during the course. Please notify the instructor which week you choose to take a quiz vacation,
before the day the quiz is due. If you have a question or “challenge” regarding a grade on a quiz
question, please e-mail the instructor with your reasoning and a page number to support your
answer. As a result, you may get credit for the question!
4. Sex Interview Process Paper
The 3 to 4 page process paper is designed to encourage personal exploration regarding one’s own
sexuality and exposure to a typical interview strategy used in counseling. This assignment will
provide the opportunity for students to think through their own sexual journey and ask detailed
questions of another regarding his or her sexuality. Students will initially complete the Sex
Interview Worksheet for themselves and then will conduct a one to two hour face-to-face
interview with another individual, with his or her written consent, utilizing the same questions.
For the paper, I am interested in the experience and associated thought processes, not the specific
answers to the often graphic and/or explicit sexual questions. A detailed instruction sheet and
rubric for this assignment is included in Appendix B, and will be posted in the Files section of
Canvas course. The paper is worth 100 points.
5. Adobe Connect Sessions….aka AC
Students and the instructor will meet in real time via a virtual classroom three times throughout
the semester for approximately 1.5 hours per the course schedule. Each Adobe Connect session
will consist of mini-lectures by the instructor, interaction videos or demonstrations, informal
discussions on the assigned readings, and/or presentations of clinical vignettes of sexual issues
and ethics. My goal is to have a discussion-style session that is not a repetition of the reading
material; however, the content of the session is flexible based on students’ requests/needs. Each
live Adobe Connect session is mandatory; attendance and full participation is expected. This
participation can be through verbal or written (in chat) participation, but should include a
combination of both throughout the sessions. Attendance at each session is worth 5 points.
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Master of Arts in Counseling Program
PLEASE NOTE: If a student is unable to attend an Adobe Connect session due to an
emergency, the student may watch the recorded session and complete a short written assignment
regarding the material presented, or complete an alternate make-up assignment chosen by the
instructor to obtain credit. Adobe Connect sessions should be considered live class time. For
this reason, if a student is absent, he/she cannot receive credit for participating in the class,
unless the absence has been excused. More than one absence will not be excused in the 8 week
course.
6. IDEA Evaluations
Toward the end of the class, I will post a link to the IDEA Evaluation in Announcements, and
you will receive a link in your Falcon mail account. This evaluation gives you the opportunity to
share your experience in the class with the department. The completed evaluation will be worth
5 participation points. In order to receive the points, please complete the evaluation by March 7,
and send me a message in the course to let me know it is done, through the designated
assignment link. Students that do not send a message by March 7 (this is the only way I will
know that you have completed the evaluation), will not receive credit. More instructions will be
posted in the Canvas course. Thank you!
7. PowerPoint Slides and Videos
Students will read all posted PowerPoint Presentations (narrated and non-narrated slides) and
then view all posted videos, links, etc. corresponding to the assigned weekly chapters in both
texts. The slides and videos are located in the Files tool on Canvas. These online presentations
replace in-class presentations in a traditional classroom setting. Students are encouraged to
incorporate references to the slides, links, videos, and additional suggested readings in the
weekly discussions.
Grading
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
BC+
C
F
80-82%
77-79%
73-76%
72 &
Below
Forum Discussion (7 x 25 points)
Research Paper, Topic, & Presentation
Quizzes (7 x 25 points)
Sex Interview Process Paper
Syllabus Introduction Quiz
Adobe Connect (3 x 5 points)
Attendance/Participation & IDEA
Evaluations (5 points)
175
155
175
100
5
20
TOTAL POINTS POSSIBLE
630
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Master of Arts in Counseling Program
Course Policies
Extra Credit- Generally extra credit points are not awarded in this course.
Submission of Late Assignments- The syllabus is your course schedule. You can work ahead on
assignments. If you’d like to submit an assignment early, let me know, and I will provide you
with instructions on the best way to submit it. Since the syllabus is available from the beginning
of the course, and students can manage their time according to the assignment schedule, late
assignments will not be accepted.
Emergencies- If you have a true emergency that prevents you from meeting course requirements,
please do not hesitate to contact me, so that we can discuss options for navigating the course
through the situation, or for re-taking the course at a later time.
Returned Assignments- Assignments will be returned to the student for review of the assigned
grade. The assignment will generally include comments from the professor and an indication of
the basis for the grade assigned. These comments will be on both content and APA/grammar,
because writing affects the understanding of content.
I welcome questions regarding assignment grades. Students are expected to implement
suggestions and feedback in subsequent assignments. My goal is to review, grade, and post
scores in Canvas’ grade book within 7 to 10 days from the due date. Please note, due to the
dropping of the lowest grade for discussions and quizzes, your Canvas grade may not be accurate
until the end of the semester. Please use the above grading system for an accurate calculation.
Rubrics – Each assignment in Canvas has an attached rubric. Grades are based on adherence
to the rubric. It is the nature of rubrics that they can be subjective. My goal is to make each
rubric as clear, detailed, and non-subjective as possible. Please review the rubric before you
begin completing the assignment, and if you have questions about the rubric requirements, please
contact me for clarification.
Competencies – I am asked to evaluate each student on competencies at the end of each
semester. Should a student show room for improvement on more than one competency, an
evaluation will be completed in collaboration with the student. If the competency evaluation is
relevant for a student, I will let them know during the course. If you are not contacted about
competencies, then an evaluation will not be necessary, and this does not apply.
Course Information
Course Sensitivity and Self-Care- Part of the process of becoming a counselor is an ongoing
commitment to self-awareness. Students often have strong emotional reactions to the content of
counseling courses or skill-development experiences. This course in particular is virtually
guaranteed to bring up strong feelings, uncomfortable thoughts and memories, “taboo” topics or
images, and/or highly polarizing content. The instructor has given great care to the educational
merit of such material, and students are asked to give that same careful consideration when
adding new material to group presentations and forum discussions. (Any questions or concerns
regarding appropriate material, please contact Ili.) Your own religious, moral, and/or political
views may be challenged by the content of this course. This intrapersonal tussling can be viewed
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Master of Arts in Counseling Program
with anger, annoyance, and a lack of flexibility OR can be embraced an opportunity for personal
growth and continued holistic development. Students should be open and ready to increase
awareness of something about themselves that impacts present or future work with clients. The
purpose of self-reflection is to prepare students for managing their reactions, value conflicts, and
biases that inevitably will arise when working with clients about sexuality issues. A
commitment to ongoing self-reflection and assessment seeks to avoid any negative impact on
clinical effectiveness with individuals who may differ from the self in any way.
Material contained within this course (texts, articles, videos, presentations, written assignments)
should be considered sexually explicit. There will be very frank, honest, and open discussions of
some particularly sensitive topics, potentially even information that you have never considered
or encountered prior to this course. On the other hand, students may be very established
opinions and positions on certain controversial topics that are discussed. Although it is not
necessary to agree with one another related to any issue, it is vital to be willing to consider
another’s perspective and remain respectful in all methods of communication. Additionally, be
careful to monitor your own level of self-disclosure, sharing only what feels appropriate to you.
It is vital that each student contribute to the group’s learning process, yet the course is not the
place for personal therapy. We will all strive to uphold the values of honesty, civility, and safety
as we live within the realistic boundaries of the time, energy, and responsibilities/roles we have.
Please treat other’s life narratives or personal information as confidential.
Some students may react strongly to the course content due to past trauma, abuse, assault, and/or
unresolved issues regarding sexuality. It is essential to acknowledge these reactions and in some
cases utilize the help of a professional counselor to process them. Students should refer to the
program website and student handbook for recommendations about how to find a professional
counselor. They are also strongly encouraged to consult with the instructor or their advisor in
deciding how and when to seek outside support. Caring for one’s body, mind, and spirit is an
important facet of growth as a counselor and also creates healthy boundaries between one’s
professional and personal life.
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Master of Arts in Counseling Program
Tentative Course Schedule
Week
Assignment
Jan 11-17
History, Theory, & Research of Sexuality – Week 1
Hours
IT*
Pages
N-IT*
Read Hyde & Delamater (2011)
Chapter 1: Sexuality in Perspective
Chapter 2: Theoretical Perspectives on Sexuality
2
1-61
Read Long, Burnett, & Thomas (2006)
Chapter 1: Introduction to Sexuality Counseling
Chapter 2: Theories Applied to Sexuality Counseling
1
1-21,
33-48
Power Points & Video Clips
1.5
Adobe Connect (Monday, January 12 from 7-8:30 PM)
1.5
Read, Post and Respond in Discussion 1
2
Quiz 1
Syllabus Introduction Quiz
Jan 18-24
Jan 25-31
1.5
Sexuality Assessment and Development – Week 2
Read Hyde & Delamater (2011)
Chapter 9: Sexuality and the Life Cycle: Childhood and
Adolescence
Chapter 10: Sexuality and the Life Cycle: Adulthood
1.5
214-263
Read Long, Burnett, & Thomas (2006)
Chapter 3: Assessment in Sexuality Counseling
Chapter 10: Aging and Sexuality
1
46-67,
180-193
Read Hyde & Delamater (2011)
Chapter 4: Sexual Anatomy
Chapter 5: Sex Hormones, Sexual Differentiation, and the
Menstrual Cycle
Chapter 6: Conception, Pregnancy, & Childbirth
Chapter 7: Contraception and Abortion
Chapter 18: Sexually Transmitted Infections
4
62-175,
431-453
Read Long, Burnett, & Thomas (2006)
Chapter 8: Sexually Transmitted Infections and Diseases
1
141-160
Power Points & Video Clips
1.5
Read, Post and Respond in Discussion 2
2
Quiz 2
1.5
Anatomy, Hormones, Pregnancy, Contraception, and
STIs – Week 3
Power Points & Video Clips
1.5
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Master of Arts in Counseling Program
Sex Interview Process Paper (due Week 3 or 4)
6-10
Research Paper Topic due to Ili by 1/31/15
Feb 1-7
Read, Post and Respond in Discussion 3
2
Quiz 3
1.5
Arousal, Attraction, & Gender – Week 4
IT*
Read Hyde & Delamater (2011)
Chapter 8: Sexual Arousal
Chapter 11: Attraction, Love, and Communication
Chapter 12: Gender and Sexuality
3
176213,
264-312
Read Long, Burnett, & Thomas (2006)
Chapter 6: Female Sexuality: Diagnosis and Treatment
Interventions
Chapter 7: Male Sexuality: Diagnosis and Treatment
Interventions
1.5
95-140
Power Points & Video Clips
1.5
Sex Interview Process Paper (due February 7 by 11:59 pm)
Feb 8-14
Feb 15-21
N-IT*
6-10
Adobe Connect (Monday, 2/2/15 from 7-8:30 PM)
1.5
Read, Post and Respond in Discussion 4
2
Quiz 4
1.5
Sexual Variations, Disorders, and Therapy – Week 5
Read Hyde & Delamater (2011)
Chapter 14: Variations in Sexual Behavior
Chapter 17: Sexual Disorders and Sex
1.5
339363,
407-430
Read Long, Burnett, & Thomas (2006)
Chapter 12: Sexual Variations and Atypical Sexual
Behavior
1
210-232
Read Hyde & Delamater (2011)
Sexual Orientation: Gay, Straight, or Bi?
1.5
313-338
Read Long, Burnett, & Thomas (2006)
Chapter 9: Counseling Sexual Minority Couples
1.5
161-179
Power Points & Video Clips
1.5
Read, Post and Respond in Discussion 5
2
Quiz 5
1.5
Sexual Orientation – Week 6
Power Points & Video Clips
1.5
* Research Paper Due and submitted to Canvas by 2/21/15
at 11:59 pm
2.5
6-10
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Master of Arts in Counseling Program
Feb 22-28
Read, Post and Respond in Discussion 6
2
Quiz 6
1.5
Rape, Abuse, Prostitution, and Pornography – Week 7
IT*
N-IT*
Read Hyde & Delamater (2011)
Chapter 15: Sexual Coercion
Chapter 16: Sex for Sale
1.0
364-406
Read Long, Burnett, & Thomas (2006)
Chapter 13: Counseling Survivors of Rape and Their
Partners
Chapter 14: Counseling Survivors of Childhood Sexual
Abuse and Their Partners
.5
233-280
2
454-506
Power Points & Video Clips
1.5
Read, Post and Respond in Discussion 7
2
Quiz 7
1.5
Research/Counselor Resource Presentation Due and
submitted to Canvas by 2/28/15 at 11:59 pm
Mar 1-7
Sexual Ethics, Religion, and Law
Read Hyde & Delamater (2011)
Chapter 19: Ethics, Religion, and Sexuality
Chapter 20: Sex and the Law
Power Points & Video Clips
1.5
Adobe Connect Sessions; Presentations (Monday 3/2/15,
and Wednesday, 3/4/15, from 6:30-8:30 PM)
1.5
Read, Post and Respond in Discussion 8
2
Quiz 8
1.5
IDEA Evaluations
*Instructional Time (IT) 42 hrs / 3 credits
*Non-Instructional (N-IT) or “homework"
NOTE: Reading based on 30 pages per hour; Writing papers based on 2 hours/page
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Master of Arts in Counseling Program
Program Information
Self-Care
Part of the process of becoming a counselor is an ongoing commitment to self-awareness.
Students often have strong emotional reactions to the content of counseling courses or skilldevelopment experiences. Students may also become aware of something about themselves that
impacts their present or future work with clients. It is important to acknowledge these reactions
and in some cases utilize the help of a professional counselor to process them. Students should
refer to the program website and student handbook for recommendations about how to find a
professional counselor. They are also encouraged to consult with their instructor or advisor in
deciding how and when to seek outside support.
Library and Librarian Assistance
The Library is an obvious source of information for research, presentations and projects.
Currently, Elizabeth (Liz) Kielley is the specific library liaison assigned to the social sciences
disciplines. Although any librarian is trained and prepared to assist you, Liz works specifically
with the social sciences and is most familiar with the resources and databases that relate to this
field. Do not hesitate to contact her if you are having trouble locating specific sources for your
assignments, as she is more than willing to help you. For her specific work schedule, contact her
directly at EKielley@messiah.edu or by calling ext. (717) 796-1800, ext. 3850.
Writing Center
The Writing Center is available to any graduate student who has a desire to improve his/her
writing. The role of the center is to provide feedback (not editing) on written work. Feedback
alerts you to the kinds of errors you are making, lets you know when something is not clear, and
suggests that you have not fully supported an argument. Feedback does NOT correct your
grammatical errors, rewrite your sentences, or provide you with the specific points to support
your argument. Ultimately, it is your responsibility to find and use the resources you need to
improve your writing but connecting with our Writing Center, either online or face-to-face, is a
good place to start.
Hardware and Software Recommendations
Student technology recommendations are found on the Information Technology Services
website. These guidelines have been put in place to best equip you to have an optimal
technological experience in our online programs.
Technical Support for Students
Technological support is available to all students during the days and times listed on the
Information Technology Services homepage. Students also have access to technical support (i.e.
tutorials, help functions, etc.) through the College’s portal, MCSquare, and through the College’s
Learning Management System.
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Master of Arts in Counseling Program
Program Policies
Academic Integrity
The Academic Integrity Policy for Graduate Students is found in the graduate student handbook.
Primary responsibility for knowledge of and compliance with this policy rests with the student.
Americans with Disabilities Act
Any student whose disability falls within ADA guidelines should inform the instructor at the
beginning of the semester of any special accommodations or equipment needs necessary to
complete the requirements for this course. Students must register documentation with the Office
of Disability Services. Contact DisabilityServices@messiah.edu, (717) 796-5382.
Statement of Copyright Protection
The materials in this Messiah College course are only for the use of students enrolled in this
course for purposes associated with this course and may not be further disseminated.
Statement of Confidentiality
Students may be asked to post written work and to engage in written dialog with other class
members within an LMS. The student should be aware that although confidentiality within the
course environment is encouraged, it is possible that users in and outside the course may have
access to course content.
Appendix A
Research Paper and Counselor Resource
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Master of Arts in Counseling Program
Grading Rubric
Students will choose a topic (see Canvas’ Files for a list of suggestions) of interest and write a 5
to 8 page APA style paper. It is imperative that the topic has meaning and significance to the
student and the field of sexuality counseling. Specific guidelines and a grading rubric are below.
Students will also create a 9 to 10 minute multi-media presentation on a counseling resource
featuring the best of cutting-edge scholarly research, theory, and practice on the same
sexuality-related topic. The third and final Adobe Connect Session will be the venue for these
presentations. Keep in mind that this is for an audience of counselors in training, so make the
material relevant, educational, and applicable to real-world situations. Students will have an
opportunity to interact with fellow students and the presented information as well. Both the
paper AND the multi-media presentation/counselor resource will be submitted to Canvas. The
paper and presentation/resource is worth a combined total of 150 points.
PRESENTATION (50 points total)
Within time parameter in Adobe Connect (9-10 minutes)
 You will lose one point for every minute over/under
Creative use of media; engaging and useful presentation that included a
resource that is useful to students-in-training
 Creative refers to the use of images or other visual material, and
minimal text on slides, no reading, and a professional presentation
style.

A “resource” is a tool, such as an assessment, book, technique,
theory intervention, or product that counselors can use when
working with this issue in counseling.
___/10
___/10
___/10
Defined theories or concepts and illuminated them with clear examples
from current scholarly research (sources are mentioned in the presentation
and on slides using APA 6 style)
___/10
Scholarly references are mentioned in the presentation, cited according
to APA 6, and a reference list is included.
___/10
PAPER (100 points total)
Included a title page, running head, abstract, and a reference page
(NOT part of the total page count)
___/5
Significantly used at least 5 relevant, scholarly
sources from 1995-2014
___/10
Detailed explanation of this topic’s application
to counseling (For whom? When appropriate? Special considerations?)
___/35
Sophistication of analysis/synthesis in the 3 to 5 page literature review
___/30
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Master of Arts in Counseling Program
(Student used scholarly research to present the topic
and support his/her ideas). In essence, the 5 scholarly sources are
presented and applied to the student’s topic and his/her points of view.
Correct grammar (clarity, organization, spelling, possessives,
punctuation, subject/verb agreement, tense, consistent voice, etc.)
___/10
The paper is in APA 6 style in format and content (running head,
___/10
title page, headings/subheadings, in-text and parenthetical citations,
references, punctuation, etc.). Student will lose one point per APA error.
Please note: The major content sections are worth 35/30 points each. Please make sure that
these sections are thorough. They should be relatively equal in length and detail.
Appendix B
SEX INTERVIEW PROCESS PAPER
Instructions and Rubric
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Master of Arts in Counseling Program
The 3 to 4 page process paper is designed to encourage personal exploration regarding one’s
own sexuality and exposure to a typical interview strategy used in counseling. This assignment
will provide the opportunity for students to think through their own sexual journey and ask
detailed questions of another regarding his or her sexuality. Students will initially complete the
Sex Interview Worksheet for him/herself and then will conduct a one to two hour face-to-face
interview with another individual, with his or her written consent, utilizing the same questions.
For the paper, I am interested in the experience and associated thought processes, not the
specific answers to the often graphic and/or explicit sexual questions. A detailed instruction
sheet and rubric is below. The paper is worth 100 points.
Instructions for the Interview
-Download the interview from Files. Print or type into the document, completing the interview
worksheet with your own answers. Take time with it, writing down the answers to each question
while being as open and honest as possible with yourself. This information is for your eyes only
and will not need to be turned in. You are welcome to save or destroy the worksheet.
-Choose a spouse (if married), fiancé(e), partner, or close friend or family member who would
be willing to have a face-to-face interview using the same interview worksheet. He or she may
have a blank copy of the form and will need to sign a consent form, also available for download
from Files. Prepare to spend 1.5 to 2 hours together. Be aware that some questions are only
for males or females. Take notes as needed, although there is no need to write down answers
verbatim. Again, this information is for your and the interviewee’s eyes only and will not need to
be turned in.
-Provide a copy of the signed interview consent form to Ili. Submit it through the assignment
box for this assignment. The consent form is due with the assignment.
Instructions for the Paper
-This is the time and place for personal reflection. You are in charge of how much you
personally disclose, and the assignment can be very well done without disclosing private
information. Instead, look at your experience and the experience of your volunteer as well as
what you’ve been learning throughout the semester. Use those keen observations and budding
knowledge to carefully consider the questions on the rubric and offer your hypotheses. This is
the opportunity for you to think and wonder, to speculate and make educated guesses. Use this
paper to be deeply thoughtful and draw from your own well-constructed arguments.
-Consider and answer these questions prior to completing the paper, in conjunction with
reflecting on the information you gleaned from your and the volunteer’s interview.
What does it mean to be a sexual being?
What were the early messages received about gender,
sexuality, sexual behavior, and/or gender roles in your/your interviewee’s
family of origin?
As you reflect upon your sexual history, what stood out to you?
Any surprises of things you expected would happen and didn’t
or things that you didn’t expect would happen and did?
How has media and entertainment (movies, TV, music,
magazines, books, internet) influenced your/your interviewee’s thoughts,
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Master of Arts in Counseling Program
feelings, and behaviors regarding sexuality?
How has your physical health influenced your/your interviewee’s thoughts,
feelings, and behaviors regarding sexuality?
How has your career or vocational choice(s) influenced your/your interviewee’s
thoughts, feelings, and behaviors regarding sexuality?
How do your personal values, morals, and/or faith commitments
influence your/your interviewee’s expression of and beliefs about sexuality?
Please note that the question “how” assumes that there has been an impact. If you do
not believe there has been an impact by one of these areas, then state that in the paper,
but also include a reasoning/explanation for that conclusion that shows thoughtful selfanalysis.
Sex Interview Process Paper Grading Rubric
COUN 539
You should address each of these questions in your paper, and your grade will be based on
your adherence to this outline. You may answer only based on your interviewee’s experience,
only based on your experience, or based on both. Please contact me with any questions or
concerns.
A. Evidence of grappling with the following questions or topics:
What does it mean to be a sexual being?
_____/10
How early messages from one’s family of origin
regarding gender, gender roles, sexuality, and/or sexual
behavior may influence the individual
_____/10
How sexual expectations (met or not, real or imagined)
regarding behavior, roles, performance, and/or arousal
may be handled
_____/10
How media and entertainment (movies, TV, music,
magazines, books, internet) may influence thoughts,
feelings, and behaviors regarding sexuality
_____/10
How age, physical, and/or mental health may influence
thoughts, feelings, and behaviors regarding sexuality
_____/10
How career or vocational choice(s) may influence thoughts,
feelings, and behaviors regarding sexuality
_____/10
How personal values, morals, and/or faith commitments may
Influence expression of and beliefs about sexuality
_____/10
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Master of Arts in Counseling Program
Grammar (clear writing and organization, correct spelling,
punctuation, subject/verb agreement, and consistent tense
throughout the paper)
B.
_____/10
Reflection on the “experience” of completing the questions
(as both interviewer and interviewee)
_____/10
C.
Consent Form for volunteer completed and
submitted with the paper
_____/10
As an overarching assessment, this paper is expected to be in APA 6 style in format and
content. One point will be deducted for each error in the running head, title page,
headings/subheadings, in-text and parenthetical citations (if using references), and the
reference list.
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